Long-Term Effect of Adverse Childhood Experiences, School Disengagement, and Reasons for Leaving School on Delinquency in Adolescents Who Dropout

Bae, Sung‐Man

doi:10.3389/fpsyg.2020.02096

Cited by 12 publications

(10 citation statements)

References 26 publications

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“…However, less is known about the mediating and moderating influence of sociocultural factors on the development of AE. For instance, school disengagement is associated with other multilevel factors including adverse childhood experiences, delinquent peers, and neighborhood safety (Bae, 2020; Lanza & Taylor, 2010; Ruiz et al, 2018). Future longitudinal research is also needed to further examine the pathways in which multilevel sociocultural factors may interact to impact AE among youth.…”

Section: Discussionmentioning

confidence: 99%

Sociocultural influences on alcohol expectancies in early adolescence: Findings from the ABCD study.

Sánchez¹,

Gonzalez²,

Fernandez³

et al. 2023

Health Psychology

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Objective: Alcohol expectancies (AE) during early adolescence predict early alcohol use initiation and problem drinking both cross-sectionally and prospectively well into adulthood. Yet, our understanding of the sociocultural factors associated with AE during this development period remains limited. This study examines associations between AE and sociocultural factors across various domains (i.e., individual, family, peer, school, community, and culture) in a demographically diverse sample of 10-to 14-year-old youth in the Adolescent Brain Cognitive Development Study (ABCD Study). Method: This cross-sectional study used 2-year follow-up data from the ABCD Release 3.0 for N = 5,322 early adolescents (M age = 12 years [SD = 0.6]; 47% male). Approximately 60% identified as non-Hispanic/Latinx White, 17% as Hispanic/ Latinx, 11% as non-Hispanic/Latinx Black, 2% as non-Hispanic/Latinx Asian, and 11% as mixed/other race-ethnicity. Separate models for positive and negative AE outcomes were conducted using linear mixed-effect models while controlling for demographic covariates. Results: Positive AE were most strongly associated with familism, followed by other peer, school, community, and cultural level factors. Negative AE were most strongly associated with the peer-level factor of relational victimization and the individual-level factor of negative life events, followed by other peer, school, and community-level factors. Conclusion: The present findings reveal the potential constellation of sociocultural factors that may serve as targets for modifying AE during the middle school years. Study results also underscore the need for future research that integrates cultural factors into our understanding of alcohol use risk and resilience during early adolescence.

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Section: Discussionmentioning

confidence: 99%

Sociocultural influences on alcohol expectancies in early adolescence: Findings from the ABCD study.

Sánchez¹,

Gonzalez²,

Fernandez³

et al. 2023

Health Psychology

View full text Add to dashboard Cite

show abstract

“…First, given that Mägi et al (2018) discovered that effortful control is directly linked to task persistence while being inversely correlated with delinquency (Bao et al, 2015;Gottfredson & Hirschi, 1990;van der Voort et al, 2013), a reasonable assumption is that low task persistence and delinquency are also linked. Second, as previously shown, low task persistence is associated with poor academic achievement and dropping out of school, both of which are strongly associated with delinquency (Bae, 2020). Third, youth who exhibit weak task persistence are often characterised as impulsive and lacking in frustration tolerance (Winward et al, 2014); similar terms have been used to describe delinquents (Contreras et al, 2011).…”

Section: Task Persistence Academic Performance and Delinquencymentioning

confidence: 94%

Task persistence as a competency capable of reducing delinquency in early to mid-adolescence

Walters

2023

Journal of Criminology

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In an effort to understand the segment of the juvenile population that seemingly ceases engaging in delinquency during adolescence, the relationship between a performance competency (task persistence) and offending was explored in 3,928 youth (2,005 boys and 1,923 girls) from the Longitudinal Study of Australian Children. Three waves of data, with adjacent time periods separated by two years, were used to test the hypothesis that a change in task persistence would correlate with a change in future delinquency. Given that the two dependent variables in this study (delinquency at Time 2 and delinquency at Time 3) followed a negative binomial distribution, negative binomial regression and binomial logistic regression analyses were performed. Results from both analyses confirmed the hypothesis that a rise in task persistence from Time 1 to Time 2 would predict a decrease in delinquency from Time 1 to Time 2 to Time 3 and that a static measure of task persistence at Time 1 would predict a change in delinquency from Time 1 to Time 2. These results suggest that task persistence may be a competency capable of suppressing delinquency during a developmental period in which delinquency ordinarily rises.

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“…The social development model emphasizes that school engagement motivates students to adhere to school norms preventing students from engaging in problematic behaviors (Catalano & Hawkins, 1996). In this context, engaged students pay more concentration on learning, show more involvement in school activities, and adhere to the rules of the school, by avoiding school misbehaviors (Bae, 2020; Fredricks et al, 2004), which may, in turn, lead to higher levels of academic achievement. Consistent with this explanation, the literature has documented that antisocial behavior styles (or conduct engagement and delinquency) that are not consistent with the values and norms of the school reduce academic achievement, with the reverse reported as well.…”

Section: Di̇scussi̇onmentioning

confidence: 99%

School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender

Karababa

2022

Psychology in the Schools

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The study aimed to examine the direct relationships between school engagement, academic achievement, and self‐esteem, and whether academic achievement mediated the relationship between school engagement and self‐esteem among Turkish secondary school students. An additional aim of the study was also to test whether these associations were moderated by gender. The study sample consisted of 402 adolescents (207 female–195 male) studying at the secondary school, aged from 11 to 14 years old. The study findings showed both the significant direct positive associations among the studied variables and the mediating role of academic achievement in the relationship between school engagement and self‐esteem. It also found that the direction, strength, and structure of the direct and indirect relationships among the studied variables did not differ between the two gender groups. In conclusion, students who have higher levels of school engagement tend to show improvements in their academic achievement, and achieving better educational performance promotes higher self‐esteem. Directions for future research and application were discussed.

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Long-Term Effect of Adverse Childhood Experiences, School Disengagement, and Reasons for Leaving School on Delinquency in Adolescents Who Dropout

Cited by 12 publications

References 26 publications

Sociocultural influences on alcohol expectancies in early adolescence: Findings from the ABCD study.

Sociocultural influences on alcohol expectancies in early adolescence: Findings from the ABCD study.

Task persistence as a competency capable of reducing delinquency in early to mid-adolescence

School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender

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